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emerging from violent left-right civil conflict in the early 1990s. Namibia was also emerging from a lengthy war for independence, and became an independent country in 1990. Zambia and Egypt did not have civil wars, but each faced economic and political challenges. In terms of education reforms, there are many similarities among the countries during the period studied: All were influenced by the major international influences of the period; in particular the Education for All initiatives in 1990 and 2000, as well as the consensus in the donor community for reforms involving decentralization and community participation. Each of the countries has sought to introduce some form of school or communitybased management, and has made one or more efforts to include administrative or financial decentralization. Other common goals of education initiatives include curriculum reform, teacher professional development, standards for and assessment of learning outcomes at the national or classroom level, girls’ education, and EMIS and information systems. Specific approaches to these goals, and the reform processes and key factors that influenced them in each country, differ — and reflect the political and institutional environment at particular times. It is also worth noting that the issue of school quality and learning outcomes was on the agenda of all countries, in spite of having been undertaken during the EFA era’s major international focus and reporting on improving access. While all of the countries did prioritize access issues, education quality was not ignored. Many of the reforms, particularly decentralization, school based management, curriculum reform, and teacher training, were explicitly focused on quality improvement. 46 SECTION 2: lESSONS fROM COUNTRY CASE STUdIES
El Salvador Egypt Namibia Nicaragua Zambia Major Reforms School-based management, community participation, decentralization, testing and assessment, curriculum reform, teacher training, strategic planning, information and research, pedagogical supervisors School-based management and community participation, teacher certification and management, decentralization, School-based management, community participation, School improvement planning and school self assessment, learner centered education and continuous assessment, learner assessment, teacher training, circuit and school based training School-based management (Autonomous schools), multi-grade active schools, community involvement, intensive facilitators (supervisors), curriculum reform, teacher training, Community schools, establishment of district education boards, SWAP, sector planning Impact Increased enrollment and completion, improved test scores, national EDUCo program, comprehensive national assessment system, comprehensive strategic plans Increased enrollment, improved equity, and successful small-scale projects. Policy reform accelerated over past four years, but implementation is in early stages. Significant development and improvement of education in disadvantaged North improved teaching and improved test scores. Scaled-up interventions of school based management. Increased enrollment at primary and secondary, innovative Autonomous Schools program. Increased enrollment at primary level, gender equity improved, institutional capacity to district level, learning outcomes stable despite rapid expansion Scaling up National level implementation of most programs, currently expanding PEI/PEA, RQt None to date SIP/ SSA adopted in all schools in North, expanded by national policy to all schools in 2005. Implementation dip Active Schools increased from 40 to 6000 schools and accepted as MoE policy, Currently expanding – implementation dip Community schools increased to 3,000 and accepted by MoE as part of system. 72 district education boards established Ownership – country led program Strong broadbased country ownership, strong leadership, Strategic plan dominated agenda Uneven, growing ownership but still heavily donor-driven, top-down ownership bottom-up and top-down, primarily in 6 northern regions. Deep personal ownership. Country initiatives, dependent on donors, weak national consensus Grassroots and donor driven, increasing leadership of MoE SECTION 2: lESSONS fROM COUNTRY CASE STUdIES 47
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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 55: These case studies look at educatio
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
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efforts have been studied closely,
Page 109 and 110:
NAMIBIA TIMELINE
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Nicaragua: Summary COUNTRy CONTExT
Page 114 and 115:
ASP won the support of donor agenci
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Nicaragua Education Indicators Indi
Page 118 and 119:
Though the strong leadership of Min
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eform. Starting from the early 1990
Page 123:
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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management and administration that
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the education system and have limit
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help an overextended MOE to meet se
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ZAMBIA TIMELINE
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3 summary Findings and Conclusions
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In addition to an EFA-inspired emph
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from political changes. After 15 ye
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ased management, but were limited t
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is not necessarily limited to indiv
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sector limited the agenda-setting m
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and every new government seeks its
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8. USAID and other donors have been
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CONCLUSIONS This review of five cou
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Ownership It is a central tenet of
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actors is a never-ending process. T
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was beyond the mandate of the Minis
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IMPLICATIONS FOR USAID POLICy AND P
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Bibliography general References Alv
Page 175 and 176:
UNESCO. 2007. EFA Global Monitoring
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Healy, F. & Crouch, L. (2007, Novem
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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
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1875 Connecticut Ave., NW Washingto
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