Document Abstract
Published:
2007
Last in line, last in school. How donors are failing children in conflict-affected fragile states
How donors can live up to their rhetoric of Education for All in conflict-affected states
Conflict-affected fragile states (CAFS) are home to half of the world’s out-of-school population – 39 million children – yet receive only one fifth of total education aid. This paper argues that, although international donors have declared the right of these children to an education, and recognise the social benefits and protective effects of education, provision for these children remains a low priority for donors.
The study analyses the international funding of education in CAFS, examining both the performance of individual donors as well as the role of multilateral institutions and initiatives. It finds that funding for education in CAFS is inadequate and, though commitments have increased, actual funds disbursed tend to be lower than the amounts promised. Aid for education has tended to be targeted at middle-income countries or other low-income countries, rather than CAFS. There is a low prioritisation of education by donors in their aid programmes in CAFS, and a lack of consideration of education as part of humanitarian aid and response. Further, initiatives aimed at countries which can fill a ‘good governance’ compact for education can exclude many CAFS.
The paper stresses that, regardless of conflicts, children have a right to education. Illustrating with examples of effective donor strategies, it sets out some of the mechanisms available for funding education in CAFS and managing risks, including addressing absorptive capacity constraints. It describes how projects, budget support, multi-donor trust funds and social funds can all be used to channel resources, while partnerships can support delivery while building capacity for the longer term. Other examples show how combining initial assessments, appropriate context-driven planning, and monitoring mechanisms such as the Governance and Economic Management Assistance Programme (GEMAP) can manage risk and build donor and government confidence that funds will be used appropriately.
Finally, identifying the actions required by individual countries whose efforts currently fall short, the paper sets out recommendations for international donors to increase funding and prioritise education in CAFS.
The study analyses the international funding of education in CAFS, examining both the performance of individual donors as well as the role of multilateral institutions and initiatives. It finds that funding for education in CAFS is inadequate and, though commitments have increased, actual funds disbursed tend to be lower than the amounts promised. Aid for education has tended to be targeted at middle-income countries or other low-income countries, rather than CAFS. There is a low prioritisation of education by donors in their aid programmes in CAFS, and a lack of consideration of education as part of humanitarian aid and response. Further, initiatives aimed at countries which can fill a ‘good governance’ compact for education can exclude many CAFS.
The paper stresses that, regardless of conflicts, children have a right to education. Illustrating with examples of effective donor strategies, it sets out some of the mechanisms available for funding education in CAFS and managing risks, including addressing absorptive capacity constraints. It describes how projects, budget support, multi-donor trust funds and social funds can all be used to channel resources, while partnerships can support delivery while building capacity for the longer term. Other examples show how combining initial assessments, appropriate context-driven planning, and monitoring mechanisms such as the Governance and Economic Management Assistance Programme (GEMAP) can manage risk and build donor and government confidence that funds will be used appropriately.
Finally, identifying the actions required by individual countries whose efforts currently fall short, the paper sets out recommendations for international donors to increase funding and prioritise education in CAFS.
