Development Aid in Education

Abstract

This chapter reviews development aid in education in Africa and in Asia, with a focus on the historical role of international donors in recipient countries. The picture that emerges from this exercise is counter-intuitive; instead of producing positive outcomes, development strategies have actually worsened the problems. The top-down strategies of the international donor agencies have entrenched mechanisms of exploitation and dependency. According to Steve Klees and Omar Qargha (2013), Roger Riddell observed as late as 2007 that in the case of official development assistance (ODA) programs, although there is evidence for both significant success and noticeable failures, we still do not know if most programs have worked or failed. We have our work cut out for us. Any true assessment of the role of international aid in education in Africa and Asia must begin with the clarification of the fundamental issue of the very purpose of education. Geo-JaJa and Azaiki (2010) point to a lack of common understanding of the relationship between donors and recipients, and to relational impairments that amount to “voicelessness and powerlessness” on the part of local players and to poor education. Thus, what Africa and Asia need is empowering local and global literacy within education.