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Title: The interaction between a global education initiative and the national policy process in two low income countries : a comparative country case study of the Education for All Fast Track Initiative (FTI) in Rwanda and Ethiopia
Author: Bermingham, Desmond
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2012
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Abstract:
This report presents the findings of a comparative case study of the Education for All Fast Track Initiative (FTI) in Rwanda and Ethiopia. The research explored the interactions between the global initiative and national policy processes from the perspective of government officials, donors and non government organisations working at the country level. The study included a review of the historical context; analysis of national policy documents; observation of meetings; and interviews with senior officials that had been involved in the planning process. The evidence indicates that overall the FTI made a number of positive contributions to the expansion of the education systems in the case study countries and provided substantial additional financial support. However, poor communications, competing institutional interests and delays in implementation caused serious disruptions to the national policy processes especially in the early stages. Both case study countries had made substantial advances in the education sector and had well established policy processes in place prior to joining the FTI. The study found that the interactions with the FTI did not significantly strengthen these processes and, in some instances, may actually have weakened them. The study also found examples of attempts to impose inappropriate external requirements although in most cases the local education group successfully resisted or adapted these requirements to make them more suitable to the local context. There were also some changes made to the global policies and practices of the FTI in response to demands from the country level. The study concluded that, on the whole, the global initiative had not improved aid effectiveness in the education sector as had been expected. The successful delivery of FTI support relied on local donor representatives who were willing to respond flexibly to the complexity of the national policy process in order to meet the specific needs of the countries. The FTI was re-launched as the Global Partnership for Education in November 2010. The findings from this research confirm the importance of the changes and the positive steps that have been taken to strengthen the operations of the partnership at the country level.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.573043  DOI: Not available
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