Education, educators and financing modalities: reflections on experience in Uganda

✍ Scribed by Paud Murphy

• Publisher: John Wiley and Sons
• Year: 2005
• Tongue: English
• Weight: 113 KB
• Volume: 17
• Category: Article
• ISSN: 0954-1748
• DOI: 10.1002/jid.1181

✦ Synopsis

This paper discusses the impact of a number of external influences on targets for education in developing countries and on national plans for the development of the education sector. Both the external pressure to develop Poverty Reduction Strategies in developing countries and the Millennium Development Goal process influence national education targets and plans. The paper argues that key inputs to education are increasingly driven by noneducators and examines the influence of non-educators on teacher recruitment and deployment, classroom construction and textbooks. The paper identifies the trend among multilateral and bilateral donors to provide financial assistance through general budget support and examines some of the international evidence on the impact on education systems of: (i) standalone projects, (ii) assistance provided within sector-wide approaches, and (iii) general budget support. World Bank evaluations of each mode of support to education within Uganda are then examined and discussed. The paper concludes with some lessons for educators.