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The United States Agency for International Development (USAID) started its operations in Egypt in 1975. Its work on education development 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 implemented between 2004 and 2009. The program 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 governorates. This study explores the sustainability of practices that were advocated as part of ERP’s professional development (PD) component. A qualitative approach was adopted to afford a better understanding of the long-term impact of ERP’s PD activities. Document analysis and semi-structured interviews were used as data collection tools with 38 participants (teachers, heads of training units, and administrators) in four selected schools. Participants were asked about the PD practices at their schools, and the sustainability of changes introduced as part of ERP. Results highlight varying degrees of continuity of practices across participating schools and individuals and offer implications for future consideration.

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A key program of the national education system is analyzed: the Education Reform Program has one of the largest budgets allocated by the current federal administration. This program transfers resources to school communities to improve the Infrastructure lag schools themselves that are located In low-income areas. From guidelines database information published on the website of transparency of the program, the similarities and differences are analyzed between the Excellence Schools to Reduce the Educational Backwardness Program and the program in question. In addition, a quantitative study of coverage and financial data is presented of the program In the cycle 2014-2015. [ABSTRACT FROM AUTHOR]

Two key education programs of the present Mexican administration are examined: the Education Reform Program and the Full-Time Schools Program. These are the two federal programs with the largest budgets, and they transfer resources directly to schools, In alignment with a policy that seeks to strengthen school management autonomy. Both programs are aimed at low-income communities. Based on various sources, the background and characteristics of each program are presented. The strengths, weaknesses, opportunities and threats of each one are weighted out (SWOT analysis). Recommendations ensue, both for the betterment of the programs and for a more efficient and pertinent use of resources. [ABSTRACT FROM AUTHOR]