The New Aid Architecture in Ghana: Influencing Policy and Practice&quest

Kenneth King ()
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Kenneth King: University of Edinburgh, Edinburgh, UK.

The European Journal of Development Research, 2011, vol. 23, issue 4, 648-667

Abstract: This article explores the relationships between the new aid architecture, influenced by the Paris Declaration, and exemplified in Ghana by its new Aid Policy and Strategy, and the much longer policy history of donor–Government of Ghana relations in the fields of education and training. The Aid Policy hierarchy of preference for general budget support, unearmarked sector budget support and then project aid confronts a very different reality in the education sector where the project approach is very much alive and well. The issue of donor and political influence on Ghana's education policy is traced from the 1990s up to the new Education Strategic Plan (2010–2020). But it is noted that the process of aid influencing education policies is very different from changing educational practice in ordinary classrooms and training centres.Cet article examine les relations entre la nouvelle architecture d′aide au developpement ayant pris forme suite à la Déclaration de Paris, illustrée au Ghana par sa nouvelle ‘Politique et Stratégie d′Aide’, ainsi que la longue histoire des relations entre le Ghana et les pays donateurs dans le domaine de l′éducation et de la formation. La Politique d′Aide établit une préférence pour un soutien budgétaire global ou bien un soutien budgétaire sectoriel non ciblé plutôt qu’un soutien pour des projets particuliers. Elle est cependant confrontée à une toute autre réalité dans le secteur de l′éducation, où l′approche basée sur des projets spécifiques est bien vivante. Nous abordons la question de l′influence tant de la politique que des pays donateurs sur la politique d′éducation du Ghana depuis les années 1990s jusqu’au nouveau Plan Stratégique d′éducation (2010–2020). On remarque en particulier que le processus d′aide influençant les politiques d′éducation diffère significativement du processus de changement des pratiques éducatives dans les salles de classes et centres de formation ordinaires.

Date: 2011
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