Financing Education / pdf - Unesco

PROGRESS IN FINANCING EDUCATION FOR ALL
What progress within the Framework for Action?
Figure 4.19: Annual growth rates of domestic expenditure and aid for education in thirty-two low income countries, 1999—2005
25%
Lao PDR
Chad
20%
Cambodia
Tajikistan
Public expenditure on education 1999–2005 annual growth rate
Malawi
15%
10%
-20% -10% Cameroon 0%
10% 20% 30% 40% 50%
Gambia
-5%
-10%
Mali
Nicaragua
Mozambique
Senegal
Benin
Madagascar
Vanuatu Zambia
Kenya
5% Rep. of Moldova
Nepal
Lesotho
India
Guinea
Eritrea
Mauritania
Note: Countries in italics had their plan endorsed by August 2007.
Sources: OECD-DAC (2007c); UIS database.
Ghana
Ethiopia
Kyrgyzstan
Niger
Mongolia
Congo
Burundi
Total aid to education, 1999–2005 annual growth rate
Bangladesh
Pakistan
Many developing
country
governments
and civil society
are becoming
increasingly
proficient in
preparing plans
and strategies
for achieving
education
development
national governments and donors, but with a great
deal of variation. In some countries, governments
and donors have adopted new and more effective
ways of working together, though in others the
necessary conditions do not yet exist. Nonetheless,
many poor countries have shown that it is possible
to increase the priority given to education in the
allocation of resources and donors have begun
to respond in general, if not unanimously.
The first third of the period between the Dakar
meeting in 2000 and the EFA deadline of 2015,
however, may have been the easy part. Many
developing country governments, with civil society,
are becoming increasingly proficient in preparing
plans and strategies for achieving education
development, and more capable of implementing
them. Yet there are still other countries where
governments are not fully functional and the
capacity to generate domestic resources and
implement policy is low. Governments and donors
in both groups face challenges. For the first set
of countries the key issue is to respond fully
to remaining financial needs. For the second,
it is to ensure that populations are not left
further behind. Chapter 5 looks in more detail
at these challenges.
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