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Must Try Harder: A 'school report' on 22 rich countries' aid to basic education in developing countries

Must Try Harder: A 'school report' on 22 rich countries' aid to basic education in developing countries

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Published by Oxfam
How, we asked ourselves, would the 22 rich country leaders fare if we examined their performance on their promise to provide the aid needed for every child to get an education? Right now, over 100 million children do not have access to any form of education. Rich countries, including the UK, are failing to deliver the aid needed to provide education for all. Without immediate action from rich countries, the goal of education for all children by 2015 will not be met, and millions of the world's poorest children will be denied the education they deserve.
How, we asked ourselves, would the 22 rich country leaders fare if we examined their performance on their promise to provide the aid needed for every child to get an education? Right now, over 100 million children do not have access to any form of education. Rich countries, including the UK, are failing to deliver the aid needed to provide education for all. Without immediate action from rich countries, the goal of education for all children by 2015 will not be met, and millions of the world's poorest children will be denied the education they deserve.

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Published by: Oxfam on Apr 12, 2011
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Must Try Harder
A ‘School Report’ on 22 rich countries’ aid tobasic education in developing countries
Global Campaign for Education www.campaignforeducation.org November 2003
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A ‘school report’ on 22 rich countries’ aid tobasic education in developing countries.
How, we asked ourselves, would the 22 rich country leaders fare if weexamined their performance on their promise to provide the aid needed for every child to get an education?Leaders in developing countries are often subject to all sorts of targets andstandards set down by rich countries. So we – a coalition of developmentorganisations, civil society networks, and teachers’ unions from across theworld – decided to turn the tables, and write a ‘school report’ on richcountries’ aid to basic education. We set up an independent research teamto grade each country according to the quantity and quality of their aid.The results shocked us. Sadly, the general standards of most richcountries are terrible, and the contrast between rhetoric and reality isstaggering. However, we are happy to report that a few countries, such asthe Netherlands, do well. They prove, by their example, that rich countriescan meet the grade.The figures we used to make our assessment are taken from data suppliedby rich countries themselves to the Organisation for Economic Cooperationand Development (OECD). The tests we applied are based on principles of effective development partnership that all 22 countries claim to uphold: anoverall aid level that meets the internationally agreed target; a fair contribution to financing basic education; a focus on the poorest countries;‘untying aid’ – i.e. not demanding that aid is spent on your country’sproducts and personnel; and a real commitment to a global solution to thecrisis in basic education. The methods we have used to calculateperformance are not the only ones that can be used, but they are objectiveand have been applied in the same way to all countries. (A full account isgiven at the back of the report.) Of course, our ratings are only as good asthe data on which they are based. In a few cases, incomplete data maymean that some countries scored a lower mark on specific tests than theyreally deserve. However, they have no one but themselves to blame –full and accurate reporting on commonly agreed aid indicators is countries’own responsibility, and is itself a crucial step towards improving aideffectiveness. Lack of reliable data also meant that we could not cover allof the dimensions of aid performance that we would have liked to: for example, we could not find good measures of coordination amongstdonors, or of commitment to gender equity.We’ve tried to express the results in a medium that is fun, and easy tounderstand. It is, at times however, impossible to avoid jargon, so we haveincluded a handy glossary at the back of the book.This report is published after a decade in which promises have beenbroken, remade and rebroken; in which aid has declined, debt relief hasbeen delayed, and donor countries have failed to join forces with poor countries (or even with each other) through a properly funded globalframework to tackle the education financing crisis. Throughout this time,the public in each of the rich countries have been told by their governments that their country is the model of generosity. This report tellsthe real story and highlights what needs to be done – but its impactdepends on citizens everywhere demanding their governments keep their promises to the world’s children. As the ‘school motto’ we chose for thecover of this report says, ‘World leaders need educating too.’ We hope youenjoy the report. We hope that you are motivated to take action afterwards.Please visit our website at www.campaignforeducation.org to find out more.The Global Campaign for Education
© Global Campaign for Education 20035 bd. du Roi Albert IIB-1210, Brussels, BelgiumTelephone: +32 (0)2 224 0627Internet: www.campaignforeducation.orgEmail: info@campaignforeducation.org
Contents
Country Rankings...................................1A letter from the Board of Examinersto the leaders of rich countries...............2Report Cards..........................................4Overall grades, marks and positions.....26Why the 22 rich countries needto meet the internationallyrecognised aid target............................28Why the 22 rich countries needto provide a fair share of thefunding required to achieveEducation for All ...................................30Why it is important that the 22 richcountries should focus their effortson the poorest countries.......................32Why the 22 rich countries shouldput poor people before narrowself-interest by untying aid....................34Why the 22 rich countries shoulddemonstrate their commitment toa global solution for funding abasic Education for All..........................36Glossary ...............................................38Sources and Calculationsused in the report .................................39Report Team.........................................42Global Campaign for Education Members..............................43
Must Try Harder
 
Country Rankings
How the countries fare in the league table of support for basic education in developing countriesCountry Mark (out of 100) Grade (A-F) Position (out of 22)Netherlands
96 A 1st
Norway
80 B 2nd
Sweden
80 B 2nd
Ireland
60 C 4th
Belgium
60 C 4th
Luxembourg
60 C 4th
Canada
56 C 7th
Denmark
56 C 7th
France
52 C 9th
Switzerland
40 D 10th
Germany
40 D 10th
Australia
40 D 10th
United Kingdom
36 D 13th
Finland
36 D 13th
Portugal
32 D 15th
Japan
32 D 15th
Spain
24 E 17th
Italy
20 E 18th
Austria
16 E 19th
United States
12 E 20th
Greece
8 F 21st
New Zealand
4 F 22nd
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