Efforts to make aid more effective in the last two decades have given prominence to "country ownership." With true country ownership, aid is supposed to follow the priorities of recipient countries, rather than those of the funders. Yet funders have their priorities too. So recipients and funders have sought to resolve this potential conflict through policy dialogue and alignment of priorities. My new paper, "What is 'Country Ownership'?" explores this basic problem using a formal model to unravel three interrelated factors affecting country ownership.
CGD Policy Blogs
Development partners have been talking about “letting the driver steer” for longer than I’ve been driving, but rarely has this gone beyond injunctions.
World leaders and policymakers are in New York this week for the United Nations General Assembly (UNGA) to discuss key global issues, including global education. Here, we round up the big announcements at UNGA related to education.
Ministers are gathering at the UN this week to discuss the financing needs to meet the Global Goals—with the challenge that resources will clearly fall short, not least because most high-income countries are still failing to meet their financial commitments. We reviewed the pathways taken by the countries that agreed to the UN 0.7 percent target on overseas development assistance as a share of national income, and find that—perhaps unsurprisingly—aid as a share of the economy rises with per capita income.
There are just eleven years to go to achieve the many targets under SDG4 and recent reports suggest things are woefully off-track. The UN General Assembly—taking place in New York this week—will be the platform for the announcement of various new initiatives and big funding pledges hoping to fast-track progress toward that goal. With the spotlight on the global education aid architecture, we analysed the latest aid data from the OECD and UNESCO Institute for Statistics to see what it tells us about how much aid is going to education, where it is allocated, by who, and through what channels.
The global education community has been calling on poor countries to increase their spending on education for years now, to little avail. Instead of repeatedly making the case for how important education is, or calling for poliltical will, a smarter approach could be to directly address the political economy of education spending.
To better understand CDC’s unique experience with equity, including how it helps the London-based agency achieve development impact—and with an eye toward lessons for the USDFC—we posed a series of questions to CDC’s Chief Operating Officer, Colin Buckley.
Last week, the new UK Prime Minister Boris Johnson made sweeping changes to government ministers. Below we set out the limitations of the last spending review—and five ways to do better.
In the world of foreign aid flows, the idea of paying for outcomes rather than inputs has a long history. Yet despite regular proclamations of interest in such approaches, the share of funding that is linked to outputs or outcomes instead of activities and processes remains quite small.
The UK’s development agency, DFID, has stated that it views research as the best way to spend aid and that it intends to place high quality research central to its aid strategy. In a new paper, we find significant problems with the way that UK aid is being used to back research: a huge ramp-up in support has largely gone to fund opaque, unfocused research in UK universities. There are better approaches.