Contents

Acknowledgements

Acronyms

Executive Summary

Section A: Chapter 1 Introduction

1.1 Definition of Terms

1 1.1.1 Basic Education

1 1.1.2 Funding Agencies

1 1.1.3 Partner Countries

1.1.4 North, South, Developing Countries, Developed Countries

1.2 Limitations of the Study

Chapter 2 Methodology

2.1 Rationale

2.2 Process

2.3 Analysis

2.4 Structure

2.4 Outstanding Issues

2.4.1 Issues

Chapter 3 The Context

3.1 Where Did the Jomtien Agenda Come From

3.2 The Run-Up to the Jomtien Conference

3.3 After Jomtien

Chapter 4 Definitions of Basic Education

4.1 Priorities

4.2 Dual Strands

4.3 Outstanding Issues

4.3.1 Issues

Section B: Chapter 5 Statistical Analysis of Trends in Basic Education

5.1 Introduction

5.1.1 Shortcomings in Current Reporting of Basic Education Statistics

5.1.2 The DAC's Creditor Reporting System (CRS)

5.1.3 DAC Sector Table

5.1.4 ODI Survey Data

5.2 Overview of Total Bilateral Aid Commitments

5.3 Aid to Whole Education Sector

5.3.1 Commitment data for Bilaterals

5.3.2 Disbursement Data for Bilaterals

5.3.3 Commitments by Multilaterals

5.3.4 Trends in Volume

5.4 Aid to Basic Education

5.4.1 The Policy Impact of Jomtien

5.4.2 Aggregate Trends in Percentages Over the Decades

5.4.3 Trends in Agency Support to Basic Education

5.4.4 Total Values as Opposed to Shares

5.5 Conclusions

5.5.1 Improving Agency Capacity to Report on Basic Education

5.5.2 Rhetoric and Practice

5.6 Outstanding Issues

Section C: Chapter 6 Targeting

6.1 Introduction

6.2 Reasons for Targeting

6.3 Overall Development Policies

6.3.1 Poverty Reduction

6.3.2 Human Rights and Democracy

6.4 Selection of Partner Countries

6.5 Priority Regions or Countries

6.5.1 Focus on Africa

6.5.2 Focus on 'Countries in Transition'

6.6 Reduction, Consolidation or Increase in Number of Partner Countries

6.7 Focus Within Basic Education

6.8 Targeting of Rural and Urban Areas

6.9 Equity Issues: Marginalised Groups

6.10 Equity Issues: Gender Relations

6.10.1 Approaches to Gender Issues

6.10.2 'Mainstreaming Gender

6.10.3 Gender and Access

6.10.4 Gender and Quality

6.10.5 Cross-Cutting Issues in Marginalisation

6.11 Multilateral ODA

6.12 Conclusions

6.13 Outstanding Issues

6.13.1 Issues

Chapter 7 Quality and Access

7.1 Quality Focus

7.2 Multiple Focus

7.3 Some Conclusions

7.4 Outstanding Issues

7.4.1 Issues

Chapter 8 Adult Education

8.1 Relevant Issues in Adult Education

8.2 Some Conclusions

8.3 Outstanding Issues

8.3.1 Issues

Chapter 9 Language in Education

9.1 Introduction

9.2 Quality and Access

9.2.1 Quality

9.2.2 Access

9.3 Agency Policy and Practice

9.3.1 Language as Curriculum Subject and language as a medium of instruction

9.3.2 Mother Tongue and Bi-lingual Education

9.4 Poverty Reduction and Human Rights

9.5 Conclusions

9.6 Outstanding Issues

9.6.1 Issues

Section D: Chapter 10 Delivery Mechanisms : Range of Instruments

10.1 Delivery Mechanisms: Range of Instruments

10.1.1 Project Aid: Traditional and Enduring Option

10.2 Sector Wide Approaches

10.2.1 Education SWAPs: Some Risks

10.3 SWAps in Practice

10.4 Early Lessons on SWAps in Practice

10.5 Implementation at the Country Level: Some Challenges

10.6 How far have SWAPs been Adopted

10.7 Implications for Agencies of the Move from Projects to SWAps: Policy and Practice

10.7.1 In-country Decentralisation

10.72 Agency Decentralisation: Implications for Basic Education Policy

10.8 The Role of Technical Co-operation as a Delivery Mechanism

10.9 Agency Co-operation and Co-ordination

10.9.1 In-country Co-ordination

10.9.2 Other Forms of Co-ordination

10.93 Partnerships

10.10 Conclusions and Outstanding Issues

Chapter 11 Monitoring and Evaluation

11.1 The Jomtien Agenda

11.2 Agency Programmes to Improve Educational Administration

11.3 Evaluation Within the Agencies

11.3.1 Agency Accountability

11.3.2 Status of Evaluation in the Agency

11.4 Agency Approaches to Monitoring and Evaluation

11.4.1 Definition of terms

11.4.2 Developing the Art of Evolution

11.4.3 More Sophisticated ?

11.5 What Tends to be Measured

11.6 Changes Over Last 10 Years

11.6.1 Co-operating With Other Agencies and with Host Country

11.6.2 Decentralisation and Development of In-Country Capacity

11.6.3 Improvements in Quality

11.7 Conclusions

11.7.1 The Problem of Sector Evaluations

11.7.2 Assessing Performance at the Country Programme Level

11.7.3 Does Evaluation Make a Difference ?

11.7.4 Outstanding Issues

11.8 Outstanding Issues

Chapter 12 Impact on National Institutional Capacity

12.1 The Slow Decline of Technical Co-operation

12.2 The All-encompassing Nature of the New Capacity Building

12.3 Mechanisms for Capacity Building

12.3.1 Scholarships

12.3.2 Support Through International Organisations

12.3.3 Counterpart Training

12.3.4 In Country Courses

12.3.5 Building Up Tertiary Institutions and Local or Regional Capacity

12.4 Impact and Equity of Capacity Building

12.4.1 Monitoring of Capacity Building Efforts

12.4.2 Equitable Impact of Capacity Building

12.4.3 Is the Local or Regional Capacity Used ?

12.5 Capacity Building and Sectoral Approach

12.6 Conclusions

12.7 Outstanding Issues

Appendices:

Appendix 1: Terms of Reference

Appendix 2: Original Letter

Appendix 3: DAC data and Technical Notes

Appendix 4: Agency contributions disaggregated by region/country

Appendix 5: Agency contributions to sub-sectors of basic education

References: