Reaching the marginalized: EFA global monitoring report, 2010; 2010

THE AID COMPACT: FALLING SHORT OF COMMITMENTSAid for educationAid distribution within the group of conflict-affectedcountries is highly concentrated in Afghanistan,Ethiopia and Pakistan. They accounted for morethan half of total aid to basic education in conflictaffectedcountries in 2006–2007 (Figure 4.14). 18Comparisons across the group reveal strikingdisparities in levels of support. Afghanistanreceived US$19 per primary school age child –eight times as much as the Democratic Republicof the Congo at US$2 (Figure 4.15). Rwandareceived US$20 per child and Burundi US$13(Box 4.9). At US$4 per child, Liberia received lessthan half the group average in 2006–2007.Patterns of aid allocation do not correspond towhat might be expected on the basis of a globalassessment of need. One reason may be that aidpriorities have emerged as a key element of aglobal security agenda. An obvious case in pointis Afghanistan, which receives a large amountof aid overall and for education in particular.This is partly because reconstruction of educationsystems is recognized both as a requirement forhuman development and greater gender equity,and as a vital element in state-building. However,it is also because of the perceived threat of thecountry to global security.Comparisons between Afghanistan and theDemocratic Republic of the Congo illustrate theimportance of donor priorities. In the DemocraticRepublic of the Congo, long-running civil conflicts,fuelled in some regions by neighbouring states,have had devastating consequences for education.Household survey data indicate that more than4 million children are not in school (DemocraticRepublic of the Congo Ministry of Planning et al.,2008). 19 While the country may be a sourceof regional instability, donors do not perceiveit as a global security threat, unlike Afghanistan.That may explain why it figures among the top tenrecipients for only one donor – Belgium, theformer colonial power. By contrast, Afghanistanwas among the top ten recipients of basiceducation aid for eight donors in 2007. 20Figure 4.13: Conflict-affected poor countries receive a low share of aid to educationShare of total aid to education and basic education (commitments) allocatedto conflict-affected poor countries, 1999–2007Share of aid toconflict-affected poor countries15%12%19% 19%14%15%24%17%1999-2001 2002-2003 2004-2005 2006-2007Source: OECD-DAC (2009d).Figure 4.14: Distribution of aid to education among conflict-affectedpoor countries is unevenTotal aid disbursements to education and basic education in conflict-affectedpoor countries, 2006–2007 averagePakistanEthiopiaAfghanistanSenegalUgandaNepalRwandaSudanD. R. CongoCôte d’IvoireBurundiAngolaSierra LeoneEritreaChadMyanmarSomaliaC. A. R.Guinea-BissauLiberia6866615543363522181713111195138136127280Total aid tobasic educationTotal aid tobasic educationTotal aidto education371Total aidto education0 50 100 150 200 250 300 350 400Constant 2007 US$ millions18. The twenty countries received 16% of total ODA in 2007, similarto their share of total aid to education. In this group, Afghanistan,Ethiopia and Pakistan are also the biggest recipients of ODA overall(see OECD-DAC, 2009e), suggesting that education is following moregeneral patterns of donor priorities.Source: OECD-DAC (2009d).19. GMR calculations based on net attendance rate from DRC 2007 DHSand population data from UIS database.20. Australia, Canada, the European Commission, Germany, the IDA,Japan, Sweden and the United States.241