Development Assistance for Education Post-2015

(doi: 10.14425/00.73.62)

Abstract

This paper examines the implications of the post-2015 education agenda from an aid perspective. It does so by analysing how Western European and North American countries have been referred to in the main strands of the post-2015 literature relating to education; how current priorities in the post-2015 education proposals might affect future development aid; how the donors have responded to Education for All (EFA) and the education-related Millennium Development Goals (MDGs) since 2000; how the changing aid landscape and wider range of aid providers could impact on the financing of education post-2015; and finally how there could be improved allocative efficiency in development assistance.