Epilogue : lessons learned [IEQ project]

Learning lessons is an ongoing process that must be integrated into project implementation. IEQ has been implemented as an ongoing and continual learning process. It is important to articulate what is being learned in time to use the knowledge either to build on successes or to alter that which is already in place. Shifting from a relationship based on technical support to partnership with host country colleagues and ultimately to local ownership requires U.S.-based participants to "let go" and host country colleagues to "take on". IEQ assumed a "let go" posture from the outset, but found that many host country participants wanted to be instructed "what to do". But while it is often easier and more efficient to tell people what to do than to allow them to find out for themselves, this does not result in development. Also, moving towards local ownership required focusing on national priorities and dialoguing with host country educators about the expected results of the IEQ project. Research is supported by "non-researchers" in a system (e.g., teachers, assessment experts) when it is experienced as a tool for educational improvement. Materials summarizing research findings should be prepared in appropriate format and size to communicate meaning and stimulate discussion. Context and engagement are key ingredients. Dialogue about the reality of classroom experience and its effect on both teachers and pupils is a catalyst for those inside the system to improve the quality of education. Such dialogue requires two things: (1) a democratic sharing of information across hierarchical lines, e.g., by inviting traditionally isolated educators to the table through conferences, workshops, and seminars; and (2) focusing on the reality of classroom teaching and learning, e.g., teachers' use (or non-use) of instructional resources, or the level of reading or writing by pupils in the primary cycle. Providing connections between host country colleagues and the broader professional community builds confidence and contributes to empowerment and participation. IEQ gave host country colleagues opportunities to travel outside their country, actively participate in international conferences, represent their own work, and build their own networks. IEQ also fostered outreach and broader participation within the educational system of the host country itself: IEQ teams moved beyond their immediate professional circles, such as the university, to become engaged in basic education at both the national and local levels. Establishing an institutional home within the country is a solid beginning for sustainability of the IEQ process of continuous reflection and adjustment. IEQ's residence in an institutional home facilitates the spread of its ideas and methods both within the organization and the wider community.