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system. In the same year, the USAID provided a substantial program—the Education Reform Program—with assistance at both the system and school levels to help implement the reforms. Over the next two years, reforms struggled to take hold during a period in which the country underwent two changes of Minister of Education, replacement of several governors, and other changes. The period of 2005 to 2008 saw an impressive increase in planning and policy initiatives. Significant progress on decentralization is only now beginning to be incorporated in the institutional framework of policies and procedures, and policy implementation is in its early stages. After uneven initiatives in the 1990s, a deliberate and cautious process began with the pilot effort in Alexandria in 2001. Authority was delegated to six additional governorates in 2003, and there has been a growing momentum of substantial policy reforms since 2005. Between 2006 and 2008, at least eight major policy reforms were formulated affecting community participation and authority, financial decentralization, quality assurance, teacher development, and decentralization for school spending authority. However, the implementation of these reforms is only just starting with a small-scale pilot of financial transfers to schools. Development of strategic planning processes followed a similar pattern. Strategic planning was initiated on a pilot basis by ERP first in one, and then in seven governorates before becoming a national initiative. The National Strategic Plan not only was coordinated bi-directionally with the seven governorate planning process, but also facilitated strategic planning initiatives in all other governorates. The expansion of the strategic planning process is an example of scaling up of a process and planning mentality rather than a specific intervention. The accelerating momentum of key reforms in planning, decentralization, and community participation was made possible by the confluence of several key factors. The successful and highly visible pilot program in Alexandria was critical for several reasons. Initially, the experience provided a degree of confidence to senior policymakers about the reforms, which enabled the 2003 decision to extend limited authority to six other governors who had the confidence of the Minister of Education. Changes in leadership in the MOE and governorates over the next two years slowed progress, but in 2005 the leaders of the Alexandria pilot were named to the key positions of Minister of Education and Minister of Local Government. These changes coincided with ERP providing technical and financial support for decentralization, which was managed by the same USAID project officer who had implemented the Alexandria reforms with the new Minister. Rounding out the circle of relationships, the new Minister of Education named a senior Egyptian 52 SECTION 2: lESSONS fROM COUNTRY CASE STUdIES
educator working as an ERP senior technical specialist as his core advisor for strategic planning and decentralization. With these actions, the USAID supported Alexandria pilot created the technical, personal, and institutional foundation for further reforms. Further indicating a growing national consensus on education reform, a 2007 EQUIP2 policy assessment team found strong support for substantive reforms across political figures, national party leadership, civil society, thought leaders, and intellectuals. ERP supported implementation of 10 policy actions in 2008 and targeted seven for 2009. While action was not limited to decentralization, financial decentralization and increased retention at the school of fees stand out. These actions built on earlier school-level work supporting training of school boards and teachers to support school-based reform, including school selfassessment, school improvement planning, and preparations for accreditation and quality assurance activities. Assessments of school standards, management practices, and student learning and critical thinking provide relevant measures of both impact and issues in implementing the reforms. Reforms supporting the professional development of teachers through the development of a Teachers’ Academy and Teachers’ Cadre Law (setting universal standards for a cadre of teachers) are addressing some fundamental systemic constraints to effective utilization of the teacher corps. Egypt Education Indicators Indicator 1991 1999/2000 2006 Number of Primary Students - 8,086,000 9,988,000 GER Primary 94% 102% 105% NER Primary 86% 94% 96% Completion Primary - 97.3% 97.5% Survival to Grade 5 97% 99% 94% GER Secondary - 82% 88% teacher:Pupil Ratio 24:1 23:1 27:1 Gender Equity Ratio (Girls:boys)—Primary .83 .91 .95 Repetition Rate—Primary 9.1% 6.0% 3.1% Education as % of Government budget - - 13% Education as % of GNP - - 4.2% $ Per pupil current spending - - - SECTION 2: lESSONS fROM COUNTRY CASE STUdIES 53
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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
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 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 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
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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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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
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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
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Crouch, L., J. Gillies, A. Florez.
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LLECE, “Conclusiones del estudio
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Miller-Grandvaux, Yolande and Karla
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1875 Connecticut Ave., NW Washingto
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