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

THE AID COMPACT: FALLING SHORT OF COMMITMENTSAid for educationBox 4.11: Canada’s ‘whole of government’ approach in AfghanistanThe ‘whole of government’ model that Canadahas adopted in Afghanistan is an attempt tounify diplomacy, defence and developmentwithin a single policy framework. What doesthis mean in practice?Multiple Canadian ministries have joined tocreate pooled funds, such as the Global Peaceand Security Fund, supporting ‘whole ofgovernment’ programmes not only inAfghanistan but also in Haiti, Iraq, the PalestinianAutonomous Territories and the Sudan. Thefunds are an integrated source of finance coveringeverything from police training to emergencyfood aid and education. One aim is to bridgethe divide between short-term humanitarianaid and long-term development aid.Experience in Afghanistan has played animportant role in shaping the development ofthis approach. Education has been a focal point.In 2006 and 2007, Canada provided an averageof US$168 million in bilateral aid to Afghanistan.Nearly 13% was allocated to basic education,making Canada one of the country’s largestdonors to the sector.Approaches to education have been shapedthrough a complex interaction between Canadiansecurity commanders and development experts.In 2007, Canadian forces were redeployed toKandahar Province. Leaders within the forcesidentified education as a priority concern andcalled for a strengthened focus on schools,teachers and textbooks. As the CanadianInternational Development Agency became moreinvolved, clearer guidelines on civil-militaryinteraction in the education sector werenegotiated to ensure that Afghanistan’s Ministryof Education, rather than Canada, was seen asdelivering education services. The Canadian forcessupport CIDA activities by providing securityescorts, assessing and planning infrastructuresuch as school perimeter walls and providingintelligence about local security.Critics argue that linking military and humansecurity clashes with poverty-reduction priorities.They raise questions about Canada concentratingresources in Kandahar instead of offering broadernational support and about a blurring of civil andmilitary responsibilities. Nevertheless, Canada’sexperience provides lessons for efforts to supporteducation in conflict-affected contexts wheredonors might otherwise avoid working for fearof the high risks involved.Sources: CCIC (2009a, 2009b); Simpson and Tomlinson (2006);Mundy (2009).The internationaldevelopment goalsfor education willnot be achievedwithout scaled upaid efforts inconflict-affectedstatesConclusionThe international development goals for educationwill not be achieved without scaled up aid effortsin conflict-affected states. These states accountfor a large share of the out-of-school population.The recovery of their education sectors is hamperedby inadequate finance, weak technical capacityand chronic shortages of teachers. The difficultiesin providing support to the people of thesecountries are well known. Yet opportunitiesto rebuild education are being lost as a resultof overly rigid aid management practices andthe failure to develop an effective multilateralvehicle to support conflict-affected countries.247