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An investigation into the long-term impact of the professional development component of USAID/Egypt Education Reform Program (2004-2009).
The United States Agency for International Development (USAID) started working in Egypt in the year 1975. Its work on education development over the years included supporting access and gender equity, community participation, professional development and also extended to policy reforms. Education Re...
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| Format: | Thesis |
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AUC Knowledge Fountain
2019
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| Summary: | The United States Agency for International Development (USAID) started working in Egypt in the year 1975. Its work on education development over the years included supporting access and gender equity, community participation, professional development and also extended to policy reforms. Education Reform Program (ERP) was one of USAID’s initiatives in Egypt which run between 2004 and 2009. The program was intended to support the Egyptian Ministry of Education (MOE) with strategies to enhance a system-wide reform. It also piloted School-based reform in 256 schools across seven Egyptian governorates. This study attempted to investigate the sustainability of practices that were advocated as part of ERP’s professional development (PD) component after around 10 years of the program conclusion. The study adopted a qualitative research approach with the aim of better understanding the long-term impact of ERP’s professional development activities at the past ERP pilot schools. Document analysis was conducted, and followed by interviewing 38 participants including teachers, Training Unit heads as well as school administrators in four schools. Participants were questioned about the PD practices at their schools, and in what way do they think changes presented by ERP were or were not sustained. Results show different levels of practices sustainability (and discontinuity for some elements) which mostly varied between participating schools and individuals. |
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