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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
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- Page 27 and 28: An obvious question for donors is
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- Page 31 and 32: A final perspective on ownership, a
- Page 33 and 34: and recipients. The World Bank has
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- 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
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- 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
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- Page 70 and 71: the growing political will and capa
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- Page 79 and 80: was tense, and both sides often ign
- Page 81 and 82: The major USAID program during this
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- 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
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- Page 105 and 106: Donors included UNICEF, GTZ, USAID,
- Page 107: and as such enabled real ownership.
- Page 110: Namibia Time Line Before 1988 1988
- Page 113 and 114: decentralization of the social sect
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- Page 119 and 120: politically empower the population,
- Page 122 and 123: NICARAgUA TIMELINE
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Zambia: Summary COUNTRy CONTExT Fol
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• Partnership—specifically, wit
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Two characteristics of the 2003-200
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Impact This brief identifies five m
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dialogue. Even so, there is general
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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
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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
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Glewwe, Paul, and Michael Kremer. (
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Bray, M. (1999). Control of educati
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Ministry of Education (MOE). (2003a
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United States Agency for Internatio
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Leu, E. (2005). The Role of Teacher
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Copenhagen Task Force. (2007). Revi
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Wood, Angela. (2005). Policy Briefi