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2005, USAID assistance further strengthened the information system with the development of the National Education Accounts, which provided comprehensive information about the source and use of public and private investments in education, and a new tool for integrating information from multiple databases (education, health, finance) for more robust analysis. Political Dimensions The general political discourse and the political will of successive ARENA presidents, MINED’s leadership, and civil society engagement have all positively influenced the course of the reform and dramatically impacted MINED’s policy agenda during this period. The incoming ARENA government in 1989 provided an unparalleled opportunity for change that was prioritized by the new president, and reiterated by each successive administration. In 1992, the Peace Accords pushed education to the forefront as the primary means for actualizing the national processes of democratization and consolidation. The five-year political cycle affected the rhythm of the educational reforms by creating alternating periods of experimentation and consolidation. An unusual degree of continuity was established in MINED’s leadership and vision. The first Minister of Education served for almost a decade (1989–1998) and was succeeded by others from her core team. In fact, most of MINED’s national leadership over the 20-year period has shared a common vision, priorities, and commitment to the reform processes. New programs and processes were possible because of the credibility and institutional knowledge that MINED established over two decades of reform. This continuity has not been limited to Ministry of Education officials. Many national leaders from business, civil society, and political parties have participated continuously in the workshops and national dialogue since the early 1990s. A striking feature of the Salvadoran reforms has been the continuing public engagement and the active outreach of the Ministry of Education to civil society. Private sector groups such as FEPADE (Business Foundation for Education Development), FUSADES (Salvadoran Foundation for Social and Economic Development), and many NGOs have been influential since the 1980s. Periodic national reviews of progress and strategies have been widely participatory, and many of the same influential citizens have participated from the beginning. MINED’s outreach to the teacher unions are also notable in a region with contentious labor relations. The success of this approach can be measured by the near absence of teacher strikes since 1990, the last one occurring in 1999 when only two days of instruction were lost. SECTION 2: lESSONS fROM COUNTRY CASE STUdIES 75
The most influential education reform support approaches in El Salvador have been the 1993 participatory sector assessment, the participatory development of two national strategies, periodic reviews (and workshops at Harvard and AED), and the Presidential Commission on Plan 2021, all of which are described in more detail below. From a political perspective, these activities supported a consensus building process and greatly contributed to MINED and its Ministers’ credibility in the public eye. The international recognition of EDUCO and the signing of the Millennium Challenge Corporation pact further enhanced this trust. Throughout much of this period, the Minister of Education was regularly identified in public polls as the most trusted and capable cabinet officer. It would be difficult to overemphasize this point as MINED’s power to negotiate reforms is greatly enhanced by this reputation and credibility. Interactions across Dimensions For El Salvador, the political dimensions of reform were arguably the most significant because they created the impetus for change. Maintaining political attention on broad educational goals and supporting this with tangible and documented achievements in both the technical and institutional realms provided the necessary traction for reform sustainability. Although the political contributions cannot be overstated, this case illustrates a complex combination of factors across all three dimensions that enabled mutually reinforcing activities at each stage of the reforms. The establishment of a highly participatory education reform process is one example of a political initiative influencing technical and institutional dimensions. The consensus- building process brought civil society, business leaders, and political opponents together around diverse educational priorities. Building that broad-based coalition empowered MINED to make dramatic institutional and policy changes while giving them greater latitude to apply technical interventions throughout the sector. The institutionalization of information availability and use has held political and technical sway, signaling an increasingly sophisticated and mature MINED that both creates and draws on evidence and information use. As early as the SABE project, USAID supported the establishment of information systems and early testing to improve data use in education decision-making. As more complex information systems and assessment tools have been introduced, the data generated has informed policy and technical interventions. The development of a data culture was clearly evident in 2008, when the results of a study (the National Education Accounts) that showed the high private cost of secondary education led to the elimination of public fees. 76 SECTION 2: lESSONS fROM COUNTRY CASE STUdIES
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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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After more than 50 years of develop
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to the point of functional literacy
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An obvious question for donors is
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• Was the investment in education
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A final perspective on ownership, a
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and recipients. The World Bank has
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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 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 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
Page 123: Nicaragua Time Line Before 1986 198
Page 126 and 127: growth; primary enrollment expanded
Page 128 and 129: accountability and corruption led d
Page 130 and 131: Selected Reform goals, Policy Chang
Page 132 and 133: Increased sector leadership from MO
Page 134 and 135: 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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