Ownership and capacity: Do current donor approaches help or hinder the achievement of international and national targets for education? |
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| Institution: | 1. Institute for Molecular Virology, University of Minnesota, 18-242 Moos Tower, 515 Delaware Street SE, Minneapolis, MN 55455, USA;2. MinnCResT Program, Department of Diagnostic and Biological Sciences, School of Dentistry, University of Minnesota, Minneapolis, MN 55455, USA;3. Department of Microbiology, Medical School, University of Minnesota, Minneapolis, MN 55455, USA;4. Center for Drug Design, Academic Health Center, University of Minnesota, 516 Delaware Street SE, Minneapolis, MN 55455, USA;5. Molecular and Cellular Developmental Biology & Genetics Graduate Program, Medical School, University of Minnesota, Minneapolis, MN 55455, USA;6. Pharmacology Graduate Program, Medical School, University of Minnesota, Minneapolis, MN 55455, USA;1. Department of Communication and Culture, The Faculty of Language and Literature, Otsuma Women’s University, 12, Samban-cho, Chiyoda-ku, Tokyo, Japan;2. College of Education, Department of Educational Foundations, University of Hawai''i at Mānoa, 1776, University Ave., Honolulu, HI, United States;1. Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, P.O. Box 300, SE-405 30 Gothenburg, Sweden;2. Unit for Human Geography, Department of Economy and Society, School of Business, Economics and Law, University of Gothenburg, P.O. Box 625, SE-405 30 Gothenburg, Sweden;3. Centre for Education Rights and Transformation, University of Johannesburg, P.O. Box 524, Auckland Park 2006, Johannesburg, South Africa |
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| Abstract: | Donor-initiated changes in aid delivery, to sector-wide approaches and direct budget support, have coincided with the focus on global development goals. Although intended to make funding more efficient and strengthen local ownership, they can stretch limited capacity. Literature on implementation of large-scale education reforms identifies three key sustainability factors related to policy, capacity and infrastructure. Current donor approaches targeting policy and budget may not adequately build the capacity required to improve quality and create sustainable reform of education systems. Building capacity is likely to be more critical than ownership; ignoring school-level capacity reduces the likelihood that targets will be achieved. |
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