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Strategies Especially in the early years, the government’s strategy was to focus on the “formerly disadvantaged” regions in the north of the country where the majority black population, with nearly 70 percent of the school age children, are located. International donor funded projects were directed to those regions, designed to support the implementation of the major education policy initiatives. As project initiatives were refined and demonstrated effective support for reform efforts (by a variety of measures), the leadership within the Ministry of Education took steps to expand reform implementation to the remaining education regions not served by international donor project funding. As the government’s goal of full participation in terms of enrollment and greater community and parent participation through mandated school boards became largely met, with cooperative support from the donor community, the education leadership moved toward reforms designed to improve the quality of the education system. With greater public participation in decisions related to schooling increased, more emphasis on improved quality, defined by learner performance, became a larger feature of the reform effort. Simultaneously, the Government and the Ministry of Education responded to pressure from donors, particularly USAID and the World Bank, to direct policy and practice toward empirical measures of effective practice and increased overall efficiency of the system. The central drivers of learner-centered education (LCE) and continuous assessment (CA) came out of the pre-nation initiatives, and were largely driven by a theory of education and development. These two issues were the practical application of the conceptual underpinning of the reforms, and continued throughout the study period, along with the idea of community participation and decentralized support. The school level strategies and tools were initiated and developed through various influences. The idea of school improvement plans (SIP) in 2000 came with the overall philosophy of the reforms, and was given substance through the assistance from the USAID BESII project. Working in four, and later six, northern regions, the assistance project strengthened regional leadership, circuit support teams, and the protocols for SIP development. The school self assessment tool, which became fully integrated into the SIP process as an extension of the ideology of community participation, was initiated after the Principal Secretary and other officials saw a similar approach on an official visit to the Seychelles. From the initial project activities, the SIP and SSA were adopted as national policy and incorporated into a School Self Evaluation system in 2005, and moved from project support to a Ministry function. 86 SECTION 2: lESSONS fROM COUNTRY CASE STUdIES
The assessment of learner achievement was a gradual process, initiating with the Grade 7 leaving exam, participation in the SACMEC regional examinations, and gradually integrating the Learner Performance Assessment Instrument (LPAI) test at the primary level for instructional improvement. The LPAI pilot was sufficiently successful that a previous ban on testing in the lower grades was abandoned, and additional assessment tools are planned for Grades 5 and 8. Impact In terms of equity and access, significant progress has been made in achieving full participation in the first 10 years of schooling. Survival to Grade 5 has increased substantially, although the impact of HIV/AIDs has limited the improvement in primary enrollment. The broad reform policy initiatives discussed in this paper, instructional practice (LCE and CA), decentralization and parent involvement (school self assessment) have moved over the study period from project activities to national directives to elements of daily practice in schools. The changes have been most dramatic and more thoroughly documented in the “previously disadvantaged” areas where the emphasis on reform and improvement was made, but can also been seen to be spreading to the remaining regions through MOE efforts. Namibia Education Indicators Indicator 1991 1999/2000 2006 Number of primary students - 383,000 403,000 GER Primary - 104% 107% NER Primary 86% 73% 76% Completion Primary - - 63% Survival to Grade 5 62% 92% 87% GER Secondary - 55% 57% teacher Pupil Ratio - 32:1 31:1 Gross Intake Rate—Primary - 97% 104% Gender Equity Ratio (Girls:boys)—Primary 1.03 1.01 1.00 Repetition Rate—Primary - 12.3% 16.4% Education as % of Government budget - - - Education as % of GNP - 7.9% 6.8% $ Per pupil - $1,416 $994 trained teaches as % of total - 27% 92% SECTION 2: lESSONS fROM COUNTRY CASE STUdIES 87
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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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the term differently. Donors someti
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Country commitment to improving pol
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The importance of these insights, b
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Table: Simple, Complicated, and Com
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Basic principles of systems thinkin
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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 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 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
Page 136 and 137: management and administration that
Page 138 and 139: the education system and have limit
Page 140 and 141: help an overextended MOE to meet se
Page 143 and 144: ZAMBIA TIMELINE
Page 146: 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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