Access to English : an evaluation of USAID/Egypt English language training

Interim evaluation covers the period 10/97- 4/01. Overall, IELP-II has achieved a high level of accomplishment and employs an impressive management method that serves as a model to others. Promising practices that deserve mention include having agencies identify the changes they want to make in their local areas through a Request for Application (RFA) process, and bringing partners together through collaboration and production of a final product (in this case a handbook) to be used by various agencies. The projects have been impressive in their ability to bring together a cadre of "early adopters" of new technologies, train them, and provide them with opportunities to showcase what they have done and in turn train others. Sustainability is largely constrained by the intransigence of established hierarchies, lack of experience in strategic planning, and a general reluctance on the part of established agencies to try new ideas. Given these obstacles, IELP-II will be able to effect significant change in some areas (e.g., transfer of training models to Ministry of Education [MOE]-funded teacher training institutions), but perhaps not in others (testing reform, building strong collaborations among universities). Building widespread collaborations between pre- and inservice training institutions has proven difficult; Egypt is far from having a seamless system of teacher training. The establishment of a lab school that brings together universities and local governorates is an idea worth pursuing, particularly since such a site would provide training opportunities for a wide range of teachers, not just those teaching English as a Foreign Language (EFL). Including technology-based learning and teaching in such a site might make the model even more appealing and might attract additional funders. Building provider capacity to sell services to industry has also proven challenging. Since employers apparently still fail to see the value of these services, project efforts to build public-private partnerships in this area may have been premature. It is recommended that the project allow English for Special Purposes/English for Occupational Purposes (ESP/EOP) providers to build local capacity (through the RFA process), while IELP-II serves as an Egypt-wide clearinghouse (accessible through the Internet to the entire world) for information, resources, tools, provider lists, and the exchange of ideas. The generally low levels of English proficiency of classroom teachers in Egypt was very surprising. Since a teacher"s proficiency in the language to be taught is the cornerstone of the communicative approach, there is need for a new model of teacher training that combines the acquisition of English communication skills (focused largely on speaking and listening) with experience in new methodologies that build these skills. Also surprising was the lack of enthusiasm shown by some teachers regarding participation in US-based training (technology training in Oregon was a notable exception). Experienced teachers sometimes found the training not challenging enough, while those less experienced did not always see the connection between the approaches emphasized in the U.S. programs and the realities of their own classrooms in Egypt. If teachers at various levels of experience and English proficiency are to fully benefit from the opportunities that U.S.-based training can provide, the content and focus of this kind of training may have to be reconsidered and in some cases redesigned. Taking greater advantage of the EFL methodology training offered in-country by American University in Cairo (AUC) should also be considered. In sum, IELP-II has been successful in almost all respects. It is on target in meeting its objectives and has met or surpassed all milestones to date. It has also laid the groundwork for a system that can be sustained if there is the necessary call to action at the MOE and other agencies. Continued funding for years 5 and 6 is highly recommended. (Author abstract, modified)