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political will and experience in both the MOE and the governorates. The ERP project, combining school and district level work in the seven governorates with substantial technical support at the central and governorate leadership level, supported a process of learning and confidence building. The fortuitous move of the Alexandria reformers into key Ministry positions was a central factor in the accelerated reform process, as was the positioning of ERP. With established trust relationships between the Minister and USAID, and between ERP and the senior reform advisor, the substantial technical and financial resources of the project were applied to supporting the reforms. ERP supported activities that addressed all of the elements of the reform framework. In the political dimension, key activities were the process and structure of the Governorate Education Reform Network, participatory strategic planning at the governorate and central levels, extensive communications and outreach to the governorates, engagement of political and social leaders, highlevel technical assistance, conferences to generate political will, and provision of credible information and data to inform decision-makers. In the institutional dimension, complementary and supportive initiatives that drove the process included: extensive technical and financial support for strategic planning in all governorates and in the MOE; massive capacity building and policy implementation for the teacher cadre and certification; assessment of learning outcomes; EMIS quality and availability; policy formulation, and capacity building in schools in all of the governorates. In the technical dimension, on-going work at the school and district level provided both experience and evidence of impact, and refined the models and tools for instruction and school management. In spite of substantial progress achieved since 2001, the sustainability and potential impact of the reforms in Egypt are not assured. To a large extent, the reforms are still at an early stage. The significant achievements are at the level of policy formulation and political will for tackling some hard issues like teacher performance, financial decentralization, and community involvement. The progress on reform is vulnerable on a number of fronts. • Much of the political will needed for momentum in reform is concentrated in a handful of leaders in the Ministries of Education and Finance (MOF) and governorates. It is important to continue to broaden and strengthen the support and commitment to key reforms within the Ministries, governorates, and civil society. 62 SECTION 2: lESSONS fROM COUNTRY CASE STUdIES
• The accomplishments to date are primarily at the level of policy and strategy formulation. The implementation of the strategy and new policies will require substantial on-going support in terms of both process and technical implementation. • While the MOE and MOF have demonstrated significant political will and initiative in addressing hard issues such as teachers, administrative and financial decentralization, quality control, and school-based management, several critical issues remain unresolved. Two of these in particular—end of cycle exams and tutoring—are particularly problematic because they constitute serious distortions in the system and they represent a kind of “third rail” in Egyptian politics—nevertheless, these problems must be addressed. SECTION 2: lESSONS fROM COUNTRY CASE STUdIES 63
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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
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 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 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
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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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