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This qualitative study examines sustainability of ERP professional development practices through document analysis and semi-structured interviews with 38 participants in four schools.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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University  \nVolume 28 Number 129 August 31 , 2020 ISSN 1068-2341  \nSustainability of Education Reforms: An Investigation into the Professional Development Component of USAID/Egypt Education Reform Program (ERP, 2004-2009)  \nAlaa Badran  \n&  \nMustafa Toprak  \nThe American University in Cairo  \nEgypt  \nCitation: Badran, A., & Toprak, M. (2020) . Sustainability of education reforms: An investigation into the professional development component of USAID/Egypt Education Reform Program (ERP, 2004-2009). Education Policy Analysis Archives, 28(129). [https://doi.org/10.14507/epaa.28.5010](https://doi.org/10.14507/epaa.28.5010)  \n[Abstract:](Abstract: The United States Agency for International Development)[ The United States Agency for International Development](Abstract: The United States Agency for International Development) ([USAID](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.  \nKeywords: education reform; teachers’ professional development; international assistance; sustainability of education reform; USAID/Egypt; Education Reform Program  \nSostenibilidad de las reformas educativas: Una investigación sobre el componentede desarrollo profesional del Programa de Reforma Educativa USAID/Egipto (ERP, 2004-2009)  \nResumen: La Agencia de los Estados Unidos para el Desarrollo Internacional (USAID) comenzó sus operaciones en Egipto en 1975. La agencia trabajo sobre el desarrollo de laeducación incluyó el apoyo al acceso y la equidad de género, la participación comunitaria, el desarrollo profesional y también se extendió a las reformas de políticas. El Programa de Reforma Educativa (ERP) fue una de las iniciativas de USAID implementadas entre 2004 y 2009. El programa tenía por objeto apoyar al Ministerio de Educación de Egipto (MOE) con estrategias para mejorar una reforma en todo el sistema. También puso a prueba la reforma escolar en 256 escuelas en siete gobernaciones. Este estudio explora lasostenibilidad de las prácticas que se defendieron como parte del componente dedesarrollo profesional (DP) de ERP. Se adoptó un enfoque cualitativo para lograr una mejor comprensión del impacto a largo plazo de las actividades de DP. El análisis de documentos y las entrevistas semiestructuradas se utilizaron como herramientas derecopilación de datos con 38 participantes (profesores, jefes de unidades de capacitación yadministradores) en cuatro escuelas seleccionadas. Se preguntó a los participantes sobre las prácticas de DP en sus escuelas , y la sostenibilidad de los cambios introducidos como parte del ERP. Los resultados ponen de relieve diversos grados de continuidad de las prácticas en las escuelas e individuos participantes y ofrecen implicac iones para su consideración ","cbCaibrMnWRPvH8M","https://ap.wps.com/l/cbCaibrMnWRPvH8M","pdf",583239,34,"English","# Abstract\n# Keywords\n# Education Reform Program (ERP)\n## Professional Development Component\n# Methodology and Participants\n## Data Collection\n# Findings and Implications","[{\"question\":\"What is the focus of the study?\",\"answer\":\"The study investigates the sustainability of professional development practices advocated as part of the USAID/Egypt Education Reform Program (ERP).\"},{\"question\":\"When did the Education Reform Program (ERP) operate in Egypt?\",\"answer\":\"ERP was implemented between 2004 and 2009.\"},{\"question\":\"How were data collected and from whom?\",\"answer\":\"Data came from document analysis and semi-structured interviews with 38 participants, including teachers, heads of training units, and administrators, in four selected schools.\"}]","Sustainability of Education Reforms - An Investigation into the Professional Development Component of USAID/Egypt Education Reform Program (ERP, 2004-2009) | PDF",1792093800,86]