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theore� cal structures and complex econometric model of development that o� en lead to inappropriate or simply incorrect policies. As a result, desirable ins� tu� onal and structural reforms in the developing countries are neglected or given only cursory a� en� on. Looking at the result of the development process of foreign aid, Nepal’s posi� on is nearer to the Marxists’ theore� cal assump� on. Suppor� ng public school: resul� ng expansion of private school Government is inves� ng both the internal revenue as well as foreign aid for be� er access to quality educa� on from the public schools. The salary and benefi t of public schools are much be� er than the majority of private schools. Most of the public schools teachers are academically qualifi ed, experienced and trained as well. If one takes the SLC result as the benchmark juxtaposed, the quality of private schools is much impressive. The ci� zens are compelled to send their children to the public school, just because they cannot aff ord the private school’s expenses . Otherwise, there would be only a few students now in public school. Despite huge amount of government investment including foreign aid, the number of public school is shrinking while the number of private school is expanding with leaps and bounds. Could we think it as an "unintended eff ect" of this foreign aid against public school system? The answer to this ques� on should be sought out at some point. Investment in educa� on: Making reserve army Now government is inves� ng almost one fi � h of its budget in educa� on sector. If it is divided equally to the popula� on, each family gets more than Rs. 8000 per annum. This does not account for the money spent by its ci� zen in private school and other educa� onal investment made by other donor agencies outside budgetary system. But the return of educa� on investment is not only unproduc� ve but also harmful in many ways. First, there is a culture that once the children come out of formal school educa� on, even just comple� ng primary level, they are not supposed to work in the fi eld and seek the white color job. But the countries’ situa� on is just opposite. New jobs have been the ma� er of dream in the country, even the opened industries are being closed. Hence, Nepal’s present educa� on system is just producing lazy products who neither get back to farm work nor get the white color job. Second, the educa� onal sta� s� cs show that less than 10 percent of popula� on enrolled in grade one completes the high school educa� on. As aforemen� oned, these dropped out children neither go back to tradi� onal occupa� on nor get new job. But at the same � me, due to the development of communica� on and other socio poli� cal development of the country, these groups of popula� on are fully aware of their rights. Mean� me, several poli� cal par� es rope in these unemployed youth to fulfi ll their ulterior mo� vies, as this group can be easily swayed by sugary promises. Hence, government investment in educa� on is producing a bunch of thick heads Changing paradigms of aid eff ec� veness in Nepal 135
who can be manipulated by any shrewd ins� tu� on. Donors’ investment in educa� on: Benefi � ng recipients or donors themselves Foreign countries have been the des� na� on for all Nepali youths whether they performs well or worse in educa� on. Gulf countries have been the des� na� on for those who do not get be� er result in educa� on. At the same � me, Europe, Australia, Canada and the USA are the des� na� on for educa� onal cream of the country. Those who go to the developed countries hardly get back into the country. In principle, educa� on does not only increase the produc� vity of the economy but also helps in inven� on and innova� on. But our excellent educa� onal products are working for the developed countries. The country is ge� ng zero from such a huge investment in educa� on while the donor countries inves� ng less than 30 percent of the total educa� on budget of Nepal are ge� ng the cream product of the educa� on system. This bi� er truth raises the ques� on that for whom the donor countries are inves� ng in the educa� on sector of poor countries - for the recipient countries or for their own benefi t? Unsolved ques� on: Where is the problem? Aforemen� oned discussion gives an idea that the whole development process of the country yielded more unintended and less intended results where foreign aid had crucial role that had not only provided technical and fi nancial support but also prescribed the development model in the country. Thus, it is worthwhile to fi nd the answer to the ques� ons below for the eff ec� ve use of foreign aid in educa� on. 136 • Is the idea of foreign aid itself wrong? If so, can we develop an alterna� ve where a country is development process can be carried out without foreign aid? • Is it due to the hidden agenda of donors and ruling group of Nepal? If yes, what should be the mechanism in taking the decisions on foreign aid infl ow and its uses? • Is it due to the inappropriate development models that were copied and pasted from interna� onal experience? If so, how should we formulate appropriate development models? • Is it due to the unsa� sfactory role of organic intellectuals of Nepal? If so how should we mobilize them to u� lize the foreign aid? • Is it the cultural mindset of the people towards foreign aid? If yes how should we change this mindset? • Is this the wrong area/priority of investment of the foreign aid? Which are the needy areas that we want to invest foreign aid in educa� on? Changing paradigms of aid eff ec� veness in Nepal
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Changing Paradigms Of Aid Effective
Page 5 and 6:
Changing Paradigms of Aid Eff ec�
Page 8 and 9:
Acknowledgement Six decades of ‘p
Page 10 and 11:
Acronyms: AAA Accra Agenda for Ac
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ODA Offi cial Development Assistanc
Page 16 and 17:
Introduc� on: Effectiveness of Fo
Page 18 and 19:
Buoyancy of revenue coincides with
Page 20 and 21:
the en� re prospects for economic
Page 22 and 23:
(NAP) on Aid Eff ec� veness both
Page 24 and 25:
the IMF or the World Bank as these
Page 26 and 27:
uilding na� onal capacity and par
Page 28 and 29:
Tradi� onal global governance as
Page 30 and 31:
ut their impact has been mixed. Com
Page 32 and 33:
irregular unskilled daily wage labo
Page 34 and 35:
cul� vators who live in complex,
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freedom and social jus� ce, imper
Page 39 and 40:
divided by fi ve. It is done becaus
Page 41 and 42:
Table 1.2 Foreign Aid in the Budget
Page 43 and 44:
more than three-fi � h in the LIC
Page 45 and 46:
Table 1.3: Foreign Aid and the Exte
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An intriguing fact about the whole
Page 49 and 50:
Table 3. Foreign Aid and the Na�
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14 9 8 7 6 5 4 3 2 1 0 100 90 80 70
Page 53 and 54:
can absorb a far higher level of de
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sources of foreign exchange earning
Page 57 and 58:
to increase the magnitude of GNI fr
Page 59 and 60:
Table 2.1 : An Interna� onal Comp
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is rela� vely higher in Nepal as
Page 63 and 64:
accompanied by poor supervision of
Page 65 and 66:
conspicuously discouraged investmen
Page 67 and 68:
and, therefore, it is impera� ve
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(2) How to more eff ec� vely inte
Page 71 and 72:
34 and reduce growing extent of tra
Page 73 and 74:
the process of industrial developme
Page 75 and 76:
Appendix 2: Quan� ta� ve Target
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OAD/Nepal (2010). Report of the Off
Page 79 and 80:
focusing on conserving and expandin
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1998, the total disbursement from a
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Figure 3: Offi cial Aid 1990-2009 4
Page 85 and 86:
poverty. In case of Nepal, access t
Page 87 and 88:
4 Challenge of Managing Aid in Evol
Page 89 and 90:
theories themselves remain vague an
Page 91 and 92:
thought no earlier development theo
Page 93 and 94:
‘Social Capital’ approach of de
Page 95 and 96:
inging all the donors working in Ne
Page 97 and 98:
sustainable and self-reliant develo
Page 99 and 100:
community. This is where eff ec�
Page 101 and 102:
Challenges and Limits to Choice Fac
Page 103 and 104:
5 Foreign Aid Politics in Developin
Page 105 and 106:
targets, some donors will therefore
Page 107 and 108:
avoided. This adds another nuance t
Page 109 and 110:
ut the interna� onal community mu
Page 111 and 112:
6 A bo� om up aid eff ec� venes
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with the overall purpose of se� n
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deepening public par� cipa� on
Page 117 and 118:
off er a minimum denominator for sh
Page 119 and 120:
the actual implementa� on of deve
Page 121 and 122: “� mely, accurate and accessibl
Page 123 and 124: Minimum standards for crea� on of
Page 125 and 126: Nepal Is obviously in a good posi
Page 127 and 128: Ac� on (AAA). All development act
Page 129 and 130: presented drawing heavily from the
Page 131 and 132: Confi dence in Nepal’s procuremen
Page 133 and 134: 8 Aid Eff ec� veness and Gender R
Page 135 and 136: used in planning and managing gener
Page 137 and 138: excluded groups (b) examining the g
Page 139 and 140: 9 Governing Emissions Reduc� on:
Page 141 and 142: organisa� ons to ins� tu� ona
Page 143 and 144: and increasing GHG sinks (i.e. fore
Page 145 and 146: “which necessarily engenders an u
Page 147 and 148: Table 5.2 Breakdown of UNFCCC REDD+
Page 149 and 150: Quan� ta� ve survey results Tab
Page 151 and 152: 10 Green governance: Development ai
Page 153 and 154: fi nancial support in the forestry
Page 155 and 156: The Table shows that community fore
Page 157 and 158: Livelihood assets off ered by CFUGs
Page 159 and 160: 11 Foreign aid and Educa� on in N
Page 161 and 162: countries to the poor ones help to
Page 163 and 164: ilateral ODA from DAC members, comp
Page 165 and 166: in terms of foreign aid infl ow is
Page 167 and 168: Table 7.1: Public investment in edu
Page 169 and 170: agencies in Nepal’s educa� on s
Page 171: ecipient in giving and taking forei
Page 175 and 176: 12 Does Food Assistance matter? The
Page 177 and 178: These en� tlements are embedded i
Page 179 and 180: them to climb out of chronic povert
Page 181 and 182: assistance. While the bulk of food
Page 183 and 184: classifi ed as being capable of mai
Page 185 and 186: seasonal migra� on of men to Indi
Page 187 and 188: Insurance-eff ects The study reveal
Page 189 and 190: commodity prices, therefore decreas
Page 191 and 192: poverty, but yet not helping them t
Page 193 and 194: 156 a situa� on, where people can
Page 195 and 196: In: Progress in Human Geography 17
Page 197 and 198: Figure 1: FAO Food Price Index (200
Page 199 and 200: Figure 3: Retail price of wheat and
Page 201 and 202: Way forward: Tackling rising food p
Page 203 and 204: 14 Food Insecurity in Nepal: A Pove
Page 205 and 206: secure access to suffi cient amount
Page 207 and 208: the distribu� on of this valuable
Page 209 and 210: structural features, but the domina
Page 211 and 212: top-down Geneva- and Paris-based mo
Page 213 and 214: subsequent disbursements spread ove
Page 215 and 216: is impossible, as pointed out in th
Page 217 and 218: eason why posi� ve economic and t
Page 219 and 220: The aid for land reform, as is evid
Page 221 and 222: ADB’s proposal to strengthen the
Page 223 and 224:
Nepali Rupees in land transac� on
Page 225:
Sincere thanks to: Birkha B Pun is
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