Over the years since 1990 a number of significant changes have occurred as regards the importance placed by the governments of India and Kenya upon expanding and improving primary schooling. This has coincided with a period during which the international community has placed major priority upon such investment, and has included the objective of achieving universal primary education (UPE) as one of the eight Millennium Development Goals (MDGs). Each of these countries’ relationships with donors to education have become closer over the period, and each have had changes in aid modalities, away from projects towards programme funding. This policy brief examines how relationships between donors and recipient countries have influenced the content and conduct of education policy. Comparisons between the two countries are made in order to investigate the extent to which internationally accepted principles of good aid practice have affected the way aid is allocated and used. The findings are relevant to a number of similar aid contexts in the developing world.
Policy Brief No. 8, October 2010, Centre for Commonwealth Education, University of Cambridge, UK, 3 pp.