Participation. Collaboration. Experimentation.

These three elements were key to the success of the Morocco Education for Girls (MEG) project, a six-year effort (1997-2003) funded by the United States Agency for International Development to improve educational opportunities for rural children, particularly girls, in Morocco. Guided by these principles, USAID and Morocco’s Ministry of Education created a “dynamic school system” that resulted in improved teaching practices, a school environment more conducive to learning, better management of educational programs, and a tested process for communicating and transferring new methodologies to educators and other stakeholders.

The document, “More Than Educating Girls: Bringing to Life the Concept of a Dynamic School System,” is a case study of how MEG and the MNE achieved this result. It describes challenges that were identified, approaches that were applied, and the results of the coordinated efforts. The report also includes a discussion of how participation, collaboration, and experimentation were integrated throughout the program and the implications of those actions to providing education for all.

This publication was produced under the Basic Education and Policy Support (BEPS) Activity, the USAID-funded initiative designed to further improve the quality, effectiveness, and access to formal and nonformal education for all children.

A PDF copy of the document is available by clicking on the icon above.

To request print copies or if you have any questions, contact Cynthia Prather, CynthiaP@caii.com or 202-572-1305.

Sincerely,

Cynthia J. Prather
Editor
Basic Education and Policy Support (BEPS) Activity
Creative Associates International, Inc.

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