In this chapter, the author exposes the frameworks she has used in uncovering different stakeholders’ perspectives on the impact of aid to education programs. She raises a number of issues: the greater use by development agencies of evaluation measurements than recipients, in part due to the superimposition of, or inadequate capacity development offered nationals; the inappropriate comparisons of education systems together with a greater focus on school effectiveness without sufficient incorporation of school improvement practices; the need for a multidisciplinary lens rather than the predominant economic, ‘value for money’ considerations. The author portrays the prospects of accountability research as increasingly one of development agencies going it alone, run by their foreign offices, lacking the institutional memory of their aid agencies and with a renewed emphasis on the private sector.
Riddell, A. (2018), "Aid to Education: Framing Accountability Research and its Prospects", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2017 (International Perspectives on Education and Society, Vol. 34), Emerald Publishing Limited, Bingley, pp. 59-65. https://doi.org/10.1108/S1479-367920180000034006
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