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

Paud Murphy
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Paud Murphy: World Bank, Washington DC, USA, Postal: World Bank, Washington DC, USA

Journal of International Development, 2005, vol. 17, issue 1, 131-147

Abstract: 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 non-educators 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) stand-alone 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. Copyright © 2005 John Wiley & Sons, Ltd.

Date: 2005
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Persistent link: https://EconPapers.repec.org/RePEc:wly:jintdv:v:17:y:2005:i:1:p:131-147

DOI: 10.1002/jid.1181

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