Policymakers, donors, and project implementers must ensure that education quality improvement efforts are perceived as successful by a wide variety of international, national, and local stakeholders. They face this challenge of defining success from diverse perspectives while maintaining control over resources and meeting demands for measurable, sustainable outcomes.
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Kendall
Does Stakeholder Collaboration Improve Education Quality?
Type: Research
Year of Publishing: 2006
Keywords: Does Stakeholder Collaboration Improve Education Quality?, education system reform, education quality
Why Gender Equity in Education Reform?
Type: Research
Year of Publishing: 2006
Keywords: Why Gender Equity in Education Reform?, the impact of education across sectors, gender equity
A review of education reform programming finds that female-focused and top-down efforts are only marginally effective. A shift to bottom-up, participatory policymaking, monitoring, and evaluation practices helps assure that gender and education activities are informed by and are responsive to complex social, cultural, political, and economic conditions.
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Strengthening Gender and Education Programming in the 21st Century
Type: Research
Year of Publishing: 2006
Keywords: Strengthening Gender and Education Programming in the 21st Century, the impact of education across sectors, Malawi
This paper explores the current status of gender equity in education by examining the USAID-funded Girls’ Attainment in Basic Literacy and Education (GABLE) project in Malawi from 1991 to 2003. It was one of the earliest and most successful efforts to promote a gender parity approach to girls’ education. This study describes some of the project’s positive outcomes and unintended consequences.
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