Evaluating Educational Reform Projects in Developing Countries: A Case Study of Teacher Educational Reform in Egypt
Hashimoto, Kazuaki, Pillay, Hitendra K., & Hudson, Peter B. (2008) Evaluating Educational Reform Projects in Developing Countries: A Case Study of Teacher Educational Reform in Egypt. In 15th International Conference on Learning, 3-6 June 2008, University of Illinois, Chicago.
The importance of developing local capacity to evaluate the impact of interventions has been highlighted as a new solution to an old problem in educational reform in developing countries. Due to “aid fatigue” experienced by the international community in the 1990s, international aid agencies have recognised that development interventions can not materialize educational outcomes successfully, without enhancing the local capacity and ownership in developing countries. One of the issues with “aid fatigue” was the limited attention given to monitoring and evaluation activities, particularly by the local stakeholders. Against the above concern, evaluation processes need to be devised to determine the impact of educational interventions in developing countries and, simultaneously, enhance local capacity development in this field. This study examined evaluation for a teacher education reform project in Egypt, namely by Japan International Cooperation Agency (JICA), which implements Japan’s official development assistance at a governmental level. The data were collected from various layers of participants of the project through archival documents, interviews and questionnaire survey. The archival documents indicate that the evaluation process was designed and conducted by JICA mainly for their internal compliance requirement and focused on educational intervention. In contrast, however, the empirical data suggested that the local capacity development as well as the educational interventions should be evaluated jointly and not just by the donor agencies but also by the local stakeholders.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||Education reform projects, Developing countries, Teacher education reform, Egypt, Process evaluation|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 [please consult the authors]|
|Deposited On:||10 Dec 2008 22:21|
|Last Modified:||29 Nov 2016 02:08|
Repository Staff Only: item control page