literacy for life; EFA global monitoring report, 2006 - Institut de ...

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114 / CHAPTER 4
Education for All Global Monitoring Report
Table 4.4: Annual average bilateral aid to education and to basic education received
by countries with an Education Development Index (EDI) below 0.8, 1999—2003
(constant 2002 US$)
Country
Chad
Burkina Faso
Niger
Mali
Ethiopia
Mozambique
Yemen
Djibouti
Mauritania
Eritrea
Nepal
Burundi
Senegal
Côte d’Ivoire
Papua New Guinea
Ghana
Bangladesh
Equat. Guinea
Rwanda
Congo
Kenya
India
Lao PDR
Zambia
Morocco
Cambodia
Guatemala
EDI
(2002)
education to South and West Asia – which
represent a huge EFA challenge; and most
countries give less than 10%. The Dakar
Framework for Action makes clear that priority
should be given to those countries in greatest
need – sub-Saharan Africa, South Asia, and the
least developed countries. ‘Accordingly, while no
country in need should be denied international
assistance, priority should be given to these
regions and countries’ (UNESCO, 2000b).
An analysis of the distribution of aid to
education by recipient countries identifies wide
disparities compared to need. Using the EFA
Global Monitoring Report’s EFA Development
Index (EDI) as a proxy measure of need, it is
evident that countries with the lowest EDI are not
necessarily accorded priority in aid to education
(Table 4.4). These data confirm other analyses
Aid to education
Average amount
received
(millions)
Per
inhabitant
Aid to basic education
Average amount
received
(millions)
Per primaryschool-aged
child
0.439 16.0 1.9 12.5 8.8
0.443 38.9 3.1 31.7 14.5
0.458 23.0 2.0 20.0 10.2
0.492 57.4 4.5 50.9 23.0
0.536 54.0 0.8 38.0 3.3
0.543 87.1 4.7 65.6 25.1
0.622 33.5 1.7 28.6 8.1
0.629 17.8 25.8 9.6 85.0
0.640 25.3 9.0 20.4 45.6
0.652 21.5 5.4 18.4 32.5
0.652 32.1 1.3 20.4 6.2
0.653 4.9 0.7 3.8 3.3
0.653 71.9 7.3 50.2 31.1
0.659 42.1 2.6 26.1 9.9
0.660 39.6 7.1 30.7 34.7
0.662 56.9 2.8 39.7 12.4
0.663 135.9 0.9 77.7 4.2
0.689 5.7 11.9 4.0 62.1
0.715 23.3 2.8 18.4 13.7
0.717 13.9 3.8 7.0 11.0
0.731 41.2 1.3 31.8 5.2
0.741 225.6 0.2 138.0 1.2
0.745 20.8 3.8 7.0 9.2
0.748 71.1 6.6 66.3 31.5
0.749 163.9 5.5 68.2 18.2
0.761 27.3 2.0 18.8 8.4
0.782 21.0 1.7 13.7 7.0
Note: Aid to education and basic education in this table does not include general budget support and
‘education, level unspecified’.
Sources: EDI: Annex Table A1; population: statistical annex Table 1 (2002 figures); primary-school-age population: statistical
annex Table 5 (2002 figures); aid to education and basic education: CRS online database (OECD-DAC 2005c, Table 2).
that find that aid is not necessarily provided to
the poorest and most needy countries. Rather,
disproportionate volumes go to middle-income
countries with relatively better social indicators,
including primary school enrolment (Baulch,
2004; OECD-DAC, 2005b; Jones et al., 2004).
Although poverty reduction may be an objective,
for many donors it is only one of several
competing objectives, among which geopolitical
and regional considerations appear to be of
decisive significance (Jones et al., 2004).
Moreover, some donors have explicit
commitments to specific groups of countries.
For some (such as Japan and Germany), policymaking
processes involve several agencies with
different mandates and commitments, resulting
in competition over the priorities in aid allocation.
Aid to basic education with a gender focus
declined from 1999 to 2002, although it rose
significantly in 2003. One recent study of DAC
countries concluded that, on average, 13% of aid
to basic education had gender equality as the
principal objective, and about 50% had gender
equality as a significant objective (OECD, 2005a).
However, it is of course not easy to disaggregate
aid by gender, and the picture may be
incomplete. 19
Multilateral aid to education — a
stronger focus on basic education
Between 1990 and 2003, total multilateral ODA
disbursements were between US$13 billion and
US$18 billion per annum (Figure 4.1). Between
1999 and 2003, commitments by the major
multilateral agencies averaged US$15.9 billion
per annum (Table 4.5).
Aid to education averaged US$1.3 billion
(1999–2003), comprising 9.3% of total ODA, a
figure that is broadly comparable with bilateral
agencies (7.4%). But the proportion allocated to
basic education is significantly higher at 62.6%.
The most important multilateral donor to
education is the World Bank, through the
International Development Association (IDA),
which committed an average of US$543 million a
year from 1999 to 2003, accounting for over 40%
of total multilateral commitments. To arrive at
a detailed analysis for the other multilateral
agencies is difficult, given data limitations. In
particular, the European Commission is an
19. Several donors do not report the degree of gender sensitivity in their
aid activities; this is another area where there is a lack of reliable data
(see also: Braithwaite et al., 2003, on European Commission aid; and
Rose and Subrahmanian, 2005, on DFID).