The Impact of International Aid on Equity and Inclusion in Education a Systematic Review of the Evidence

Abstract

This paper examined the extent to which international aid contributes to inclusive education systems in low- and middle-income countries. Drawing from published contemporary peer reviewed resources published during the period between 2010-2024, evidence on the extent to which donor-supported interventions, including education programs and policies targeted at specific marginalized groups, capacity building for teachers, and the use of assistive technologies, have helped to improve access to education in regions of the world where there are many challenges associated with meeting the educational needs of children who need it the most. The findings reveal mixed outcomes of aid efforts. Highlighting successes in some areas, and persistent challenges that must be tackled if the United Nations Millennium Goals related to the achievement of universal primary education are to be fully achieved. More specifically, some of the key findings include issues of over dependency on aid, insufficient, and in most cases inadequate monitoring and evaluation systems, and aid-related policies which are often not aligned with local context. The findings highlight the need for strategies that are responsive to the local context and greater cooperation between donors and national stakeholders to make sure that everyone can get a fair and inclusive education.